i    § 


yox 


T33W-S01* 


COURSE  OF  STUDY 


AND 


SYLLABUSES 


IN 


DRAWING 

CONSTRUCTIVE    WORK 
SEWING 


AND 


COOKING 


FOR  THE 


ELEMENTARY  SCHOOLS 


OP 


THE  CITY  OF  NEW  YORK 


1903 


COURSE    OF   STUDY 


IN 


DRAWING 
CONSTRUCTIVE    WORK 


COOK  NG 


AS   ADOPTED   BY   THE 

BOARD  OF   EDUCATION 
MAY  27,   1903 

WITH 

A  Syllabus  in  each  of  these  Subjects 


AS   ADOPTED   BY   THE 


DEPARTMENT  OF  EDUCATION 

THE  CITY  OF  NEW  YORK 
PARK  AVENUE  AND  FIFTY-NINTH  STREET 


Stock 
Annex 

5 


DRAWING  AND  CONSTRUCTIVE  WORK 


INTRODUCTORY  NOTE 

The  general  purpose  of  the  instruction  in  the  manual  branches 
is  the  development  of  the  power  to  observe  accurately  and  to 
express  freely;  the  development  of  muscular  co-ordination,  or 
manual  dexterity;  the  development  of  individuality  and  origin- 
ality in  planning  and  execution ;  the  fostering  of  a  love  of  order, 
neatness,  and  system  in  work,  of  a  love  of  beauty,  and  of  apprecia- 
tion of  what  contributes  to  that  desirable  attribute — taste.  Fur- 
ther, the  manual  arts  are  taught  to  the  child  in  order  that  through 
the  expression  of  his  deep- lying  instincts  to  tell,  to  construct,  and 
to  decorate,  he  may  become  conscious  of  his  own  powers  and  of 
their  value,  of  his  relation  to  his  fellows,  and  to  the  world  in 
which  he  lives.  Things  are  planned  and  made  in  order  that  the 
child  may  gain  the  constructive  point  of  view. 

The  course  in  the  arts  is  thus  presented  as  a  co-ordinate  whole 
rather  than  as  a  series  of  unrelated  studies.  The  different 
branches — Drawing,  Construction,  and  Design — are  closely 
related  to  one  another,  in  order  that  the  exercises  may  rise  as  far 
as  possible  in  the  child's  interest  in  his  immediate  surroundings. 
The  necessity  for  using  different  forms  of  drawing  and  construc- 
tion, in  connection  with  his  home  activities  and  with  the  studies 
of  the  general  curriculum,  are  thus  made  prominent.  The  manual 


2O65642 


arts  are  offered  as  an  integral  part  of  the  general  course  of  study ; 
they  form  an  essential  .element  in  its  constitution. 

The  general  arrangement  of  the  course  is  conditioned  by  the 
indicated  aims.  Opportunity  for  abundant  illustrative  drawing 
is  presented  throughout  the  elementary  grades,  in  order  that  the 
child  may  use  such  drawing  as  a  means  of  expression.  Instruc- 
tion in  object  drawing  is  also  systematically  given,  in  order  that 
from  the  entrance  of  the  child  into  school  he  may  steadily  gain 
in  the  power  to  see,  to  make  discriminative  judgments,  and  to 
record  the  results  of  such  judgments  with  ease  and  certainty. 
Constructive  work  is  early  presented  in  order  that  he  may  acquire 
dexterity  and  skill  in  the  handling  of  simple  tools  and  in  the 
manipulation  of  a  variety  of  materials.  Constant  opportunity  is 
given  for  personal  initiative  and  original  solution.  Throughout 
the  course,  the  work  in  Design  is  related  to  that  in  Construction, 
as  it  is  believed  that  a  knowledge  of  Design — of  what  contributes 
to  beauty  in  form  and  arrangement — should  be  knowledge  for 
use.  Throughout  the  course,  emphasis  should  be  laid  upon  the 
individuality  of  the  pupil,  upon  his  gain  in  power  to  think  and  to 
do  for  himself.  The  desire  for  results  in  the  form  of  a  perfect 
product  should  never  blind  the  teacher  to  the  importance  of  a 
sound  comprehension  by  the  pupil  of  both  purpose  and  process. 
The  stress  should  be  laid  upon  the  producer  rather  than  upon 
the  process  or  product. 


Grade    I A 

COURSE   OF    STUDY 

Freehand  representation  of  objects ;  simple  illustrative  drawings. 
Constructive  work  with  application  of  decorative  design. 
Color.  Study  of  pictures. 

SYLLABUS 

FREEHAND  REPRESENTATION.  Crayon,  charcoal,  chalk,  pencil,  or  brush 
used.  Objects  drawn  should  be  from  nature,  such  as  grasses,  leaves, 
flowers,  fruits,  vegetables,  trees,  or  animals ;  simple  familiar  objects,  such 
as  flag,  hoop,  ball,  etc.  The  form  selected  for  representation  should  be 
related  to  the  child's  life  and  environment. 

The  aim  should  be  to  awaken  interest  and  to  develop  habits  of  obser- 
vation and  expression.  Attention  should  be  directed  to  the  mass,  to  the 
proportion,  and  to  the  direction  of  line.  The  drawing  should  be  large  and 
free.  Practice  should  be  given  on  paper  or  blackboard  to  secure  freedom 
of  movement. 

ILLUSTRATIVE  DRAWINGS.  Crayon,  charcoal,  pencil,  ink,  water  color, 
or  scissors  used.  Illustration  of  simple  incidents  in  connection  with  indi- 
vidual experience  in  child's  life;  occupations,  games,  aspects  of  nature,  and 
stories  showing  action ;  also  pictorial  ideas  developed  in  connection  with 
language  work,  nature  study,  and  other  subjects. 

The  aim  should  be  to  develop  habits  of  mental  imagery  and  free 
individual  expression.  Ideas  of  action,  relation,  and  proportion  should 
be  developed.  Where  possible,  pupils  may  act  ideas.  The  drawings  should 
be  kept  simple  and  details  suppressed. 

CONSTRUCTIVE  WORK,  AND  DESIGN.  Paper,  sticks,  tablets,  or  other 
appropriate  material  used ;  for  decoration,  colored  crayon  or  brush. 

Forms  made  should  be  suggested  by  the  pupil's  immediate  interests  in 
school,  home,  seasons,  and  holidays.  Decorations,  when  applied  to  these 
forms,  should  consist  of  original  combinations  of  lines  and  spots,  or 
simple  units  derived  from  natural  forms. 

The  aim  should  be  to  cultivate  the  taste,  and  to  develop  habits  of 
accuracy  and  neatness.  Forms  should  be  made  from  illustration  and 
direction;  designs  should  show  regularity  in  spacing,  size,  and  arrangement. 


6 

COLOR.  Prism,  colored  paper,  chalk,  water  color,  natural,  and  manu- 
factured objects  used.  The  aim  should  be  to  foster  the  child's  love  of 
color,  and  to  develop  recognition  of  the  six  leading  colors  as  they  appear, 
separately  and  in  combination.  The  lessons  should  be  developed  from  the 
study  of  nature,  language  work,  drawing,  and  design. 

STUDY  OF  PICTURES.  The  aim  should  be  to  respond  to  the  child's 
love  for  pictures  by  presenting  to  him  illustrations  of  animal  and  child 
life.  The  pupils  should  be  encouraged  to  study  the  picture  and  to  express 
freely  their  own  feelings.  Colored  pictures  of  artistic  merit  should  be 
used  when  possible. 


Grade    IE 

COURSE    OF    STUDY 

Freehand  representation  of  objects;  simple  illustrative  drawings. 
Constructive  work  with  application  of  decorative  design. 
Color.  Study  of  pictures. 

SYLLABUS,  as  in  IA 


Grade   2A 

COURSE   OF   STUDY 

Freehand  representation  of  objects;  simple  illustrative  drawings. 
Constructive  work  with  application  of  decorative  design. 
Color.  Study  of  pictures. 

SYLLABUS 

FREEHAND  REPRESENTATION.  Crayon,  charcoal,  chalk,  pencil,  or  brush 
used.  Objects  drawn  should  be  from  nature,  such  as  grasses,  leaves, 
twigs,  flowers,  fruits,  vegetables,  trees,  or  animals;  or  consist  of  familiar 
flat  forms,  such  as  kite,  shield;  or  of  circular  and  semi-circular  forms, 


such  as  plate  and  fan;  or  of  spherical  and  cylindrical  forms,  such  as 
balloon,  bowl,  pail,  etc.  The  forms  selected  for  representation  should 
be  related  to  the  child's  life  and  environment.  Interest  should  be  aroused 
by  developing  this  relationship. 

The  aim  should  be  to  develop  habits  of  observation  and  expression 
through  drawings  of  good  size,  placing,  and  proportion.  Attention  should 
be  directed  to  the  mass,  to  the  proportion,  and  to  the  direction  of  line; 
in  the  drawing  of  familiar  objects,  to  the  appearance  of  the  circle  seen 
below  the  eye;  in  plant  form  drawing,  to  the  character  of  growth.  Indi- 
vidual models  should  be  used  where  possible.  Practice  should  be  fre- 
quently given  on  paper  or  blackboard  to  secure  freedom  of  movement. 

ILLUSTRATIVE  DRAWINGS.  Crayon,  charcoal,  pencil,  ink,  water  color, 
or  scissors  used.  The  illustrations  made  should  represent  individual 
experiences  and  natural  phenomena ;  also  pictorial  ideas  developed  in  con- 
nection with  language  work,  nature  study,  and  other  subjects. 

The  aim  should  be  to  cultivate  the  habit  of  mental  imagery  and  the 
free  expression  of  such  images  in  simple  drawings,  each  pupil  being  per- 
mitted to  tell  the  story  in  his  own  way.  Comprehension  of  relations  and 
proportions  should  be  developed,  as  well  as  the  ability  to  express  action. 

CONSTRUCTIVE  WORK,  AND  DESIGN.  Paper,  sticks,  or  other  appropriate 
material  used;  for  decoration,  colored  crayon  or  brush.  Forms  made 
should  be  suggested  by  pupil's  immediate  interests  in  school,  (nature  study, 
language,  etc.)  in  home,  in  seasons,  or  in  holidays.  Decoration  should 
consist  of  original  combinations  of  lines  and  spots,  or  of  single  units 
derived  from  natural  forms,  and  should  be  proportioned  to  the  space 
decorated. 

The  aim  should  be  to  familiarize  the  child  with  simple  tools  and 
materials,  and  with  the  use  of  simple  decorative  elements.  Opportunity 
should  be  offered  for  originality  in  construction.  The  designs — simple 
units  or  borders — should  familiarize  the  child  with  repetition,  alternation, 
and  radiation. 

COLOR.  Prism,  colored  paper,  chalk,  water  color,  natural,  and  manu- 
factured objects  used.  The  aim  should  be  to  develop  the  child's  love  of 
color,  and  ability  to  recognize  six  leading  colors,  their  tints  and  shades, 
as  they  appear  separately  and  in  combination.  The  lessons  should  be 
developed  in  connection  with  the  study  of  nature,  language  work,  drawing, 
and  design. 

STUDY  OF  PICTURES.  The  pictures  presented  should  be  of  child  and 
animal  life.  They  should  be  employed  to  elicit  the  individual  interests 
of  children.  Free  expression  of  these  interests  should  be  encouraged. 


Grade   2B 

COURSE   OF    STUDY 

Freehand  representation  of  objects;  simple  illustrative  drawings. 
Constructive  work  with  application  of  decorative  design. 
Color.  Study  of  pictures. 

SYLLABUS,  as  in  2A 


Grade  3A 

COURSE   OF   STUDY 

Freehand  representation  of  objects ;  exercises  illustrative  of  other 
branches  of  study.  Simple  constructive  work  from  draw- 
ings; decorative  design  and  its  application.  Color.  Study 
of  pictures. 

SYLLABUS 

FREEHAND  REPRESENTATION.  Crayon,  charcoal,  chalk,  pencil,  or  brush 
used.  Objects  drawn  should  be  from  nature,  such  as  grasses,  leaves, 
twigs,  flowers,  vegetables,  trees,  or  animals ;  or  consist  of  familiar  cylin- 
drical and  prismatic  forms,  such  as  lantern,  box,  etc.  The  forms  selected 
for  representation  should  be  related  to  the  child's  life  and  environment. 
Interest  should  be  aroused  by  developing  this  relationship. 

The  aim  should  be  to  develop  habits  of  observation  and  judgment  as 
to  comparative  proportions,  by  means  of  drawings  of  good  size  and  placing. 
In  drawing  the  familiar  forms,  special  attention  should  be  given  to  the 
direction  of  line,  and  relative  proportions  of  the  faces  seen ;  in  plant  form 
drawing,  to  the  characteristics  of  growth.  Individual  models  should  be 
used  when  possible ;  direction  of  line  should  be  tested  by  the  pencil. 


9 

ILLUSTRATIVE  EXERCISES.  Crayon,  charcoal,  pencil,  or  brush  used. 
The  illustrations  made  should  embody  ideas  developed  in  the  study  of 
language  work,  nature  study,  history,  geography,  and  other  subjects. 

The  aim  should  be  to  accustom  the  child  to  express  graphically  such 
ideas  as  a  test  of  the  clearness  of  his  conception.  Comprehension  of 
relations  and  proportions  should  be  developed,  emphasis  being  placed  on 
the  necessity  of  individual  expression. 

SIMPLE  CONSTRUCTION,  AND  DESIGN.  Paper^  sticks,  or  other  appropriate 
material  used;  for  decoration,  colored  crayon  or  brush.  The  forms  made 
should  be  suggested  by  the  pupil's  immediate  interests  in  school,  (nature 
study,  language  work,  history,  geography)  in  home,  in  seasons,  or  in 
holidays.  Decorations  should  consist  of  simple  original  units  propor- 
tioned to  the  space  to  be  decorated. 

The  aim  should  be  to  develop  accuracy  and  neatness,  dexterity  in 
handling  simple  tools,  and  skill  in  the  application  of  simple  designs. 
The  use  of  the  ruler  should  be  taught  in  making  necessary  drawings,  and 
opportunity  should  be  offered  for  originality  in  construction  and  design. 
The  decorative  elements  should  illustrate  repetition,  alternation,  and 
radiation. 

COLOR.  Water  color,  chalk,  colored  paper,  natural,  and  manufactured 
objects.  The  aim  should  be  to  develop  recognition  of  the  intermediates 
of  the  six  leading  colors,  and  appreciation  of  simple  harmonious  com- 
binations. The  lessons  should  be  developed  in  connection  with  the  study 
of  nature,  language,  drawing,  and  design. 

STUDY  OF  PICTURES.  The  aim  should  be,  through  pictures  illustrating 
interests  of  the  child,  to  lead  him  to  discover  his  relation  to  the  objects 
depicted,  and  to  contribute  experiences  of  his  own. 


Grade   3B 

COURSE   OF    STUDY 

Freehand  representation  of  objects;  exercises  illustrative  of  other 
branches  of  study.  Simple  constructive  work  from  draw- 
ings ;  decorative  design  and  its  application.  Color.  Study 
of  pictures. 

SYLLABUS,  as  in  3A 


10 

Grade  4A 

COURSE   OF   STUDY 

Freehand  representation'  of  objects;  exercises  illustrative  of  other 
branches  of  study.  Constructive  work  from  drawings; 
decorative  design  and  its  application.  Color.  Study  of 
pictures  and  other  works  of  art. 

SYLLABUS 

FREEHAND  REPRESENTATION.  Pencil,  crayon,  charcoal,  or  brush  used. 
Objects  drawn  should  be  from  nature,  such  as  grasses,  leaves,  flowers, 
vegetables,  trees,  or  animals;  or  consist  of  familiar  cylindrical  and 
prismatic  forms,  such  as  lantern,  bowl,  can,  box,  (facing  and  turned). 

The  aim  should  be  to  develop  habits  of  observation  and  judgment 
as  to  character  and  comparative  proportions,  by  means  of  drawings  of 
good  size  and  placing.  In  drawing  cylindrical  and  prismatic  forms,  special 
attention  should  be  given  to  direction  of  line,  and  relative  propor- 
tions of  faces  seen;  in  plant  form  drawing,  to  the  characteristics  of 
growth.  Individual  models  should  be  used  where  possible;  direction  of 
lines  should  be  tested  by  pencil  holding.  Lines  of  good  quality  should 
be  sought. 

ILLUSTRATIVE  EXERCISES.  Crayon,  charcoal,  pencil,  or  brush  used. 
The  illustrations  made  should  represent  ideas  developed  in  the  study  of 
various  branches,  the  drawings  made  being  consequent  and  incidental  to 
the  lessons  studied. 

The  aim  should  be  to  accustom  the  child  to  express  graphically,  such 
ideas  as  a  test  of  the  clearness  of  his  conception,  and  to  develop  correct 
concepts  of  relations  and  proportions,  the  emphasis  being  placed  on  the 
necessity  of  individual  expression. 

CONSTRUCTIVE  WORK,  AND  DESIGN.  Oak  tag,  bogus  or  cartridge  paper, 
gingham,  straw  board,  or  other  appropriate  material  used.  The  forms 
•used  should  be  suggested  by  the  pupil's  needs  and  interests  in  school,  or 
at  home.  Decorations,  when  applied,  should  consist  of  original  modifications 
of  geometric  units,  or  units  derived  from  natural  forms. 

The  aim  should  be  to  secure  dexterity  in  handling  and  accuracy  in 
measurements,  and  to  develop  appreciation  of  beauty  in  form  and  line,  as 
embodied  in  units  designed  for  the  decoration  of  constructed  forms.  In 


11 

measurements,  minute  fractions  of  inches  should  be  avoided  as  far  as 
practicable.  All  forms  should  be  analyzed  previous  to  their  construction, 
in  order  that  the  necessary  plans  may  be.  developed.  Pupils  should  be 
encouraged  to  make  at  home  original  models  showing  modifications  of 
the  forms  made  in  the  class  room. 

COLOR.  Water  color  and  chalk  should  be  used,  and  the  materials 
employed  in  design.  The  aim  should  be  to  develop  appreciation  of 
combinations  of  tones  of  the  same  color.  Warm  and  cold  colors  should 
be  distinguished.  The  color  instruction  should  be  incidental  to  the  work 
in  drawing,  design,  and  construction. 

STUDY  OF  PICTURES.  The  works  presented  should  be  well  known 
examples,  illustrating  home  and  animal  life.  The  study  should  continue 
to  be  informal,  with  a  view  to  relating  the  child's  interests  to  the  ideas 
expressed. 


Grade   4B 

COURSE   OF    STUDY 

Freehand  representation  of  objects;  exercises  illustrative  of  other 
branches  of  study.  Constructive  work  from  drawings; 
decorative  design  and  its  application.  Color.  Study  of 
pictures  and  other  works  of  art. 

SYLLABUS,  as  in  4A  . 


Grade  5A 

COURSE  OF  STUDY 

Freehand  representation  of  objects;  simple  composition.  Con- 
structive work  from  drawings;  decorative  design  and  its 
application.  Color.  Study  of  pictures  and  other  works 
of  art. 

SYLLABUS 

FREEHAND  REPRESENTATION;    SIMPLE   COMPOSITION.     Pencil,   charcoal, 
crayon,  or  brush  used.     Objects  drawn  should  be   from  nature,    (leaves, 


12 

flowers,  vegetables,  trees,  or  animals)  or  from  posed  model  and  familiar 
forms  (cylindrical,  spherical,  hemispherical,  and  rectangular),  single  and 
in  single  groups.  The  principles  of  pictorial  design  should  be  developed  in 
drawing  groups,  or  in  making  simple  compositions,  other  familiar  motives 
being  utilized. 

The  aim  should  be  to  secure  careful  observation  of  the  character  of 
form,  with  special  attention  to  the  appearance  of  receding  faces.  Special 
attention  should  be  given  to  relative  proportions,  and  to  direction  and 
quality  of  line.  Direction  of  line  and  proportion  should  be  tested  by 
pencil  or  other  means.  Drawings  of  plant  forms  should  express  char- 
acteristics of  growth.  In  teaching  principles  of  foreshortening,  individual 
models  should  be  used;  groups  should  be  placed  in  numbers  sufficient  to 
afford  each  pupil  a  satisfactory  view. 

CONSTRUCTIVE  WORK,  AND  DESIGN.  Oak  tag,  bogus  or  cartridge  paper, 
straw  board,  or  other  appropriate  material  used.  The  forms  made  should 
be  suggested  by  the  pupil's  needs  and  interests  in  school,  or  at  home. 
Decorations  should  consist  of  original  modifications  of  simple  units,  or 
of  elements  derived  from  natural  forms. 

The  aim  should  be  to  develop  ability  to  plan  original  forms,  to  design 
simple  decorations,  and  to  secure  accuracy  and  independence  in  execution. 
The  pupils  should  be  led  to  understand  the  reasons  for  each  step  taken, 
and  emphasis  should  be  placed  upon  the  simplicity  of  form  and  decoration. 
They  should  be  encouraged  to  make  original  forms  at  home. 

COLOR.  Color  instruction  should  be  incidental  to  the  work  in  drawing, 
design,  and  construction.  The  harmonies  employed  should  be  combina- 
tions of  tones  of  the  same  color,  or  of  a  leading  color  or  intermediate 
with  a  neutral. 

STUDY  OF  PICTURES.  The  works  presented  should  be  examples  of 
historic  and  social  interest,  and  of  out-door  life.  They  should  be  studied 
with  a  view  to  realizing  the  idea  which  the  artist  has  expressed.  Simple 
forms  of  industrial  art  should  also  be  presented. 


Grade    5B 

COURSE   OF    STUDY 

Freehand  representation  of  -objects ;  simple  composition.  Con- 
structive work  from  drawings ;  decorative  design  and  its 
application.  Color.  Study  of  pictures  and  other  works 
of  art. 

SYLLABUS,  as  in  SA 


13 

Grade  6A 

COURSE     OF     STUDY 

Freehand  representation  of  objects;  memory  or  imaginative  draw- 
ings; simple  composition.  Principles  of  construction 
drawing;  constructive  work  from  patterns  or  working 
drawings ;  decorative  design  and  its  application.  Color. 
Study  of  pictures  and  other  works  of  art. 

SYLLABUS 

FREEHAND  REPRESENTATION  ;  SIMPLE  COMPOSITION.  Pencil,  charcoal, 
crayon,  or  brush  used.  Objects  drawn  should  be  from  nature,  from 
posed  model,  and  from  familiar  cylindrical  and  prismatic  forms. 

The  aim  should  be  to  develop  the  principles  of  pictorial  composition, 
and  to  apply  such  principles  in  the  drawing  of  familiar  forms  from  obser- 
vation, memory,  or  imagination.  Special  attention  should  be  given  to 
the  objective  development  of  principles  of  perspective.  Emphasis  should 
be  placed  on  pencil  measurement,  and  on  the  drawing  of  familiar  forms 
from  memory.  In  drawing  plant  forms,  blocking-in,  foreshortening,  and 
rendering,  should  receive  special  attention. 

PRINCIPLES  OF  CONSTRUCTION  DRAWING  ;  DESIGN.  Straw  board,  thin 
wood,  or  other  appropriate  material  used.  Exercises  should  include  the 
planning  and  making  of  simple  forms  suggested  by  the  needs  of  school 
and  home.  Decorative  design  should  consist  of  original  modifications  made 
for  a  specific  purpose,  and  adapted  to  the  space  to  be  decorated. 

The  aim  should  be  to  enable  the  pupil  "to  express  the  facts  of  form 
necessary  for  construction,  to  secure  fitness  of  purpose  in  applied  design, 
and  to  develop  accuracy  and  independence  in  execution.  The  pupils 
should  be  taught  the  principles  of  working  drawing,  should  be  led  to 
realize  the  necessity  of  making  plans  before  construction,  and  should  be 
required  to  devise  original  modifications.  They  should  be  taught  the 
principles  of  balance,  rhythm,  and  harmony,  and  encouraged  to  apply 
at  home  their  knowledge  in  the  making  of  useful  forms  of  construction 
and  decoration. 

COLOR.  Color  instruction  should  be  incidental  to  the  work  in  drawing, 
design,  and  construction.  The  combinations  employed  should  be  simple 
contrasted,  or  dominant  harmonies. 


14 

STUDY  OF  PICTURES.  The  works  presented  should  possess  historic  and 
social  interest,  and  acknowledged  merit.  In  the  study  of  these  examples, 
the  elements  that  make  for  beauty  should  be  sought.  Simple  forms  of 
industrial  art  should  also  be  presented. 


Grade   6B 

COURSE    OF    STUDY 

Freehand  representation  of  objects;  principles  of  perspective; 
memory  or  imaginative  drawings;  simple  composition. 
Principles  of  construction  drawing;  constructive  work 
from  patterns  or  working  drawings ;  decorative  design  and 
its  application.  Color.  Study. of  pictures  and  other  works 
of  art. 

SYLLABUS,  as  in  6A 


Freehand   representation  of   objects;   principles    of   perspective; 

memory    or    imaginative    drawings;    simple    composition. 

Construction  drawing;  principles  of  constructive  design. 

Ornament;  decorative  design  and  its  application.     Color. 

Study  of  pictures  and  other  works  of  art. 
SHOP  WORK    (Boys).     The  use  and  care  of  buck-saw,  plane, 

chisel,  brace,  and  bit ;  use  of  nails  and  screws.     Application 

of  stains.     Making  of  simple  useful  articles  from  individ- 


15 

ual  plans;  application  of  appropriate  decoration.  Or,  in 
schools  in  which  shops  are  not  provided,  constructive  work 
from  patterns,  working  drawings,  or  design. 

SYLLABUS 

FREEHAND  REPRESENTATION;  PRINCIPLES  OF  PERSPECTIVE;  SIMPLE 
COMPOSITION.  Pencil,  charcoal,  crayon,  or  brush  used.  Objects  drawn 
should  be  from  nature,  from  posed  models,  and  from  familiar  cylindrical, 
prismatic,  and  conical  forms  in  various  positions. 

The  aim  should  be  to  apply  the  principles  of  perspective  and  pictorial 
design  in  the  drawing  of  familiar  forms  from  observation,  memory,  or 
imagination.  Special  attention  should  be  given  to  the  application  of  the 
principles  of  perspective  in  the  drawing  of  cylindrical  and  conical  objects 
turned,  and  the  drawing  of  plant  forms.  Appropriate  rendering  should  be 
emphasized  and  illustrated  by  good  examples. 

CONSTRUCTION  DRAWING,  AND  DECORATIVE  DESIGN.  Cardboard,  wood, 
or  other  appropriate  material  used.  The  forms  made  should  be  those  aris- 
ing from  the  needs  of  school  or  suggested  by  the  interests  of  the  home, 
and  should  follow  original  working  drawings  made  by  the  pupil.  The 
designs  should  consist  of  natural  or  decorative  motives  adapted  to  the 
space  to  be  ornamented. 

The  aim  should  be  to  develop  the  principles  of  structural  and  decora- 
tive design,  and  to  cultivate  the  power  to  make  drawings  expressing  the 
facts  necessary  for  construction,  and  designs  appropriate  to  the  forms 
decorated.  The  necessity  for  beauty,  strength,  and  fitness  for  a  purpose, 
should  be  emphasized  in  structural  design;  also  balance,  rhythm,  contrast, 
and  harmony  as  principles  of  decorative  design.  Suggestive  material 
should  be  presented  in  the  forms  of  illustrations  of  good  construction  and 
decoration.  Pupils  should  be  taught  the  use  of  the  drawing  board, 
T-square,  and  triangles.  They  should  be  encouraged  to  apply  their  knowl- 
edge of  construction  and  decoration  at  home. 

CONSTRUCTIVE  WORK.  (Boys — in  schools  equipped  with  work-shops). 
The  use  and  care  of  simple  tools.  Useful  articles  of  wood  or  other 
material,  from  individual  plans;  application  of  appropriate  decoration. 

COLOR.  Effect  of  color  contrast  should  be  studied;  also  the  harmony 
resulting  from  the  introduction  of  some  one  tone  throughout  all  the  colors 
of  a  design. 

STUDY  OF  PICTURES.  The  pupils  should  be  led  to  observe  examples  of 
fine  art,  and  of  industrial  art  of  good  form,  color,  and  design.  The  pictures 
studied  should  be  works  of  acknowledged  merit,  the  subjective  element 
being  considered;  analysis  should  be  made  of  the  composition,  and  some 
account  of  the  artist  should  be  given  with  reference  to  his  work. 


16 

Grade    7B 

COURSE   OF    STUDY 

Freehand  representation  of  objects;  principles  of  perspective; 
memory  or  imaginative  drawings ;  simple  composition. 
Construction  drawing;  principles  of  constructive  design. 
Ornament;  decorative  design  and  its  application.  Color. 
Study  of  pictures  and  other  works  of  art. 

SHOP  WORK  (Boys).  Use  and  care  of  rip  and  cross-cut  saw. 
Advanced  exercises  in  nailing,  sawing,  planing,  and  chisel- 
ing. Structure  of  woods  employed — pine,  tulip,  etc.  Exer- 
cises in  joining  and  in  making  useful  articles  from  individ- 
ual plans;  application  of  appropriate  decorations.  Or,  in 
schools  in  which  shops  are  not  provided,  constructive  work 
from  patterns,  working  drawings,  or  designs. 

SYLLABUS,  as  in  ;A 


Grade  8  A 

COURSE     OF     STUDY 

Freehand  representation  of  objects;  memory  or  imaginative  draw- 
ings ;  simple  composition.  Construction  drawing ;  con- 
structive design.  Ornament ;  decorative  design  and  its 
application.  Color.  Study  of  pictures  and  other  works 
of  art. 

SHOP  WORK  (Boys).  Advanced  exercises  in  chiseling  and  join- 
ery. Use  of  hand-screws ;  causes  of  checking  and  warp- 


17 

ing;  qualities  of  hard  woods — oak,  ash,  etc.  Making 
useful  articles  from  individual  plans ;  application  of  appro- 
priate decoration.  Or,  in  schools  in  which  shops  are  not 
provided,  constructive  work  from  patterns,  working  draw- 
ings, or  design. 

SYLLABUS 

FREEHAND  REPRESENTATION;  SIMPLE  COMPOSITION.  Pencil,  charcoal, 
crayon,  or  brush  used.  The  objects  drawn  should  be  from  nature,  from 
posed  model,  and  from  forms  distinguished  by  fine  line,  color,  and  pro- 
portion. 

The  aim  should  be  'to  secure  technical  excellence  in  rendering  and 
composition,  and  appreciation  of  the  refinements  of  form.  The  emphasis 
should  be  placed  on  independent  analysis  and  execution,  and  upon  appro- 
priate rendering.  The  pupil  should  be  afforded  opportunity  for  the  study 
of  examples  of  good  technique. 

CONSTRUCTION  DRAWING,  AND  DECORATIVE  DESIGN.  Wood,  metal,  or 
other  appropriate  material  used.  The  forms  made  should  be  those  arising 
from  the  needs  of  the  school  or  individual,  or  suggested  by  the  interests 
of  the  home,  and  should  follow  original  working  drawing  made  by  the 
pupil.  The  designs  should  consist  of  natural  or  decorative  motives  adapted 
to  the  space  to  be  ornamented. 

As  an  aid  to  the  cultivation  of  taste,  pupils  should  be  led  to  observe 
examples  of  good  structural  and  decorative  design  in  various  forms 
of  industrial  art,  and  should  be  required  to  apply  their  knowledge  of 
construction  and  decoration  in  the  forms  made  in  school  or  home. 

CONSTRUCTIVE  WORK.  (  Boys — in  schools  equipped  with  work-shops). 
The  use  and  care  of  tools ;  study  of  materials  used ;  making  useful  forms 
of  wood  or  other  material  from  individual  drawings.  Application  of 
appropriate  decoration. 

COLOR.  Color  harmony  in  nature,  and  in  pictorial  and  industrial  art, 
should  be  studied  particularly  with  a  view  to  application  in  design,  and 
also  in  dress  and  the  home. 

STUDY  OF  PICTURES.  The  taste  of  pupils  should  be  cultivated  by  the 
study  of  well-known  pictures  and  other  works  of  art.  They  should  be 
required  to  seek  information  concerning  the  artists  and  their  work,  and 
should  be  urged  to  visit  the  museums,  and  to  examine  critically  examples 
of  industrial  art  and  illustrations  in  books  and  periodicals. 


18 

Grade    8B 

COURSE    OF    STUDY 
Freehand  representation  of  objects ;  memory  or  imaginative  draw- 

» 

ings ;  simple  composition.  Construction  drawing ;  construc- 
tive design.  Ornament;  decorative  design  and  its  appli- 
cation. Color.  Study  of  pictures  and  other  works  of  art. 
SHOP  WORK  (Boys).  Nature  and  application  of  mortise  and 
dovetail  joint.  Characteristics  of  common  woods.  The 
construction  of  useful  articles  from  individual  plans. 
Application  of  appropriate  decoration.  Communal  exer- 
cises related  to  interests  of  school.  Or,  in  schools  in  which 
shops  are  not  provided,  constructive  work  from  patterns, 
working  drawings,  or  designs. 

SYLLABUS,  as  in  SA 


19 


SEWING   AND    CONSTRUCTIVE   WORK 


INTRODUCTORY  NOTE 

The  instruction  in  sewing  and  constructive  work  at  first  should 
be  of  the  simplest  and  most  definite  character.  While  an  effort 
is  made  to  secure  attention  and  painstaking  endeavor,  the  work 
of  young  children  should  be  treated  with  great  indulgence. 
Accuracy  and  dexterity  will  develop  more  surely  in  the  child 
whose  ability  is  not  overtaxed. 

Cord  and  raffia  are  materials  peculiarly  adapted  to  the  ability 
of  little  children,  who  are  not  ready  for  work  requiring  more 
minute  motor  activity.  The  exercises  to  be  followed  consist  of 
a  series  of  coarse  knots  and  stitches,  which  train  the  fingers  for 
finer  work,  giving  them  freedom  of  movement  and  deftness  of 
touch.  These  lessons  should  be  carried  out  progressively,  each 
step  being  applied  in  making  a  finished  article,  either  for  the 
home  or  for  school. 

The  aim  of  all  this  work  is  to  strengthen  the  mind  and  the 
hand,  by  exercises  entirely  within  the  limit  of  the  child's  proper 
activities,  and  to  give  him  a  training  which  will  develop  a  power 
to  think  and  to  do. 

In  the  higher  grades,  a  knowledge  of  drafting  and  garment- 
making  will  fit  the  girl  for  the  practical  problems  of  life,  and  give 
her  ability  to  solve  many  domestic  problems. 

Instruction  in  mending,  a  knowledge  of  textiles  and  of  proper 
purchasing  of  materials,  should  be  emphasized. 


20 

The  aesthetic,  as  well  as  the  utilitarian  value  of  sewing  should 
be  recognized.  In  the  fifth  year,  opportunity  is  given  for  the 
application  of  decorative  stitches  to  various  articles  for  personal 
or  household  use.  Fitness  to  purpose,  material,  structure,  design, 
and  color,  are  preliminary  steps  to  this  application.  The  child 
should  combine  her  skill  in  stitches,  knowledge  of  design,  love  for 
the  beautiful,  and  her  active  interest  in  doing,  by  making  some- 
thing that  will  show  the  application  of  art  to  needle  work. 

In  other  grades,  applied  design  is  recommended  as  supple- 
mentary work,  where,  after  the  garment-making  is  completed;  the 
more  skilful  workers  of  the  class  may  still  further  develop  their 
artistic  powers.  The  use  of  blackboard  diagrams  and  class 
demonstration  by  the  teacher  is  suggested. 


Grade   I A 

COURSE   OF   STUDY 
Cord  work:  simple  knotting;  applications. 

SYLLABUS 

MATERIALS  :    coarse    cable    cord    and    cotton    lacers,    assorted    colors. 

EXERCISES  :     knots    made    with    single    cords ;    single    knot,    triple    or 
quadruple  knots ;  chain  stitch. 

APPLICATIONS  :     whistle  chains,  horse  reins,  fan  chain,  key  chain,  and 
other  articles. 


Grade    IB 

COURSE   OF    STUDY 
Cord  work :  double  knotting  and  looping ;  applications. 


21 

SYLLABUS 

MATERIALS  :     coarse  cord  and  lacers,  assorted  colors. 

EXERCISES  :     knots  made  with  two  cords ;  double  chain  stitch ;   plain 
looping;  shoe  string  knot;  spiral  chain. 

APPLICATIONS  :     curtain  chains,  napkin  rings,  sponge  bags,  and  other 
articles. 


Grade  2A 

COURSE    OF    STUDY 

Cord,   raffia,  and  sewing;  button  hole  looping;   fancy  knotting; 
large  stitches  on  canvas ;  applications. 

SYLLABUS 

MATERIALS  :     cord,  lacers,  raffia,  canvas,  worsted,  needles,  and  thimbles. 

EXERCISES  :  single  and  double  buttonhole  looping ;  double  chain  stitch 
in  either  cord  or  raffia ;  square  knot ;  running  and  overcasting  stitches 
on  canvas  sampler ;  drills  in  the  use  of  needle  and  thimble. 

APPLICATIONS:  picture . frames,  book  marks,  napkin  rings,  shopping 
bags,  canvas  sampler  made  into  needle  book,  and  other  articles. 


Grade    2B 

COURSE    OF    STUDY 

Cord,  raffia,  and  sewing ;  advanced  knotting  and  tying ;  elementary 
stitches  on  canvas ;  applications. 

SYLLABUS 

MATERIALS  :  cord,  lacers,  raffia,  canvas,  linen  crewel,  needles,  and 
thimbles. 

EXERCISES  :  military  knot ;  spiral  chain  ;  weaver's  knot ;  sailor's  knot ; 
chain  of  wall  knots ;  back  stitch  and  cross  stitch  on  canvas. 

APPLICATIONS  :  fancy  chains,  lanyards,  card  cases,  rattles,  whisk  broom 
holders,  hammocks  and  bags,  iron  holders  and  mats  made  from  canvas 
sampler,  and  other  articles. 


22 

Grade  3A 

COURSE    OF    STUDY 

Cord,  raffia,  and  sewing ;  simple  braiding ;  sewing  of  seams ;  appli- 
cations. 

SYLLABUS 

MATERIALS  :  cord,  raffia,  lacers,  cotton  cloth,  buttons,  tapes,  thread, 
needles,  and  thimbles. 

EXERCISES  :  braiding  of  three  or  more  strands ;  basting,  running  and 
stitching;  joining  two  pieces  of  cloth. 

APPLICATIONS  :  braided  horse  reins,  belts,  spool  cases,  baskets,  hats ; 
outlining  doilies,  making  marble  bags,  button  bags,  sewing  on  buttons 
and  tapes. 


Grade    3B 

COURSE  OF  STUDY 

Weaving  and  sewing ;  instruction  on  fibres  and  textiles ;  applica- 
tions. 

SYLLABUS 

MATERIALS  :  looms,  raffia,  knitting  cotton,  worsted,  rug  yarns,  denim, 
felt,  cotton  cloth,  thread,  needles,  and  thimbles. 

In  this  grade  pupils  should  be  led  to  see  the  connection  between 
the  method  of  braiding  and  shaping  the  articles  they  have  previously  made, 
and  the  more  advanced  work  of  weaving  a  piece  of  textile  on  a  loom. 
The  many  fibres  used  in  the  materials  for  the  entire  course  form  a  ground 
work  for  this  instruction.  The  intricacies  of  manufacture  are  too  difficult 
for  comprehension,  but  the  lesson  on  warp,  woof,  and  selvedge,  heddle, 
shuttle,  and  lay  will  call  forth  an  interest  in  textiles  and  their  uses. 

EXERCISES  :  weaving  on  small  looms ;  overhanding  stitch. 

APPLICATIONS:  mats  of  wool  or  raffia,  wash  cloths,  rag  carpet,  matting, 
rugs  of  many  varieties  and  design ;  pencil  cases,  needle  books,  covered 
balls,  pin  cushions,  sails,  and  other  articles. 


23 

Grade  4A 

COURSE   OF   STUDY 

Advanced  stitches  applied  to  small  garments ;  mending. 

SYLLABUS 

In  order  to  make  a  garment  it   is  necessary  to  think,  to  plan,   and 
to  be  accurate. 

EXERCISES  :  hemming  and  gathering  stitches ;  hemmed  patches. 
APPLICATIONS  :   small  aprons  or  other  articles ;  mending  garments. 


Grade   4B 

COURSE  OF  STUDY 

Decorative  stitches  applied  to  small  garments ;  repairing  garments. 

SYLLABUS 

Decoration    of    a    garment   should    always   be    planned   with   thought 
of  its  suitability  to  the  material  and  the  article. 

EXERCISES  :    blanket   stitch ;    feather   stitch ;    catch   stitch ;   Kensington 
or  stem  stitch ;  buttonhole  stitch ;  hem  stitch ;  chain  stitch. 

APPLICATIONS  :     small  flannel  skirts  or  babies'  blankets ;  neck  ties,  or 
other  articles;  dress  patch. 


Grade  5A 

COURSE   OF    STUDY 

Applied  design;  repairing  garments. 

SYLLABUS 

The  stitches  in  grade  4B  should  be  applied  in  outlining  designs.  Ths 
lessons  in  darning,  and  the  instruction  in  weaving  of  grade  3B,  should 
be  reviewed. 


24 

EXERCISES  :  dress  darning ;  stocking  darning. 

APPLICATIONS  :  repairing  garments.  Applied  design — one  of  the  fol- 
lowing articles :  collar  and  cuffs,  center  pieces,  doilies,  pin  cushion,  and 
magazine  covers. 


Grade   5B 

COURSE    OF    STUDY 

Drafting  and  sewing;  cutting  and  making  small  garments. 

SYLLABUS 

Mathematical  calculation,  exact  measurement,  and  true  proportion  are 
all  necessary  for  a  successful  lesson  in  pattern  drafting. 

EXERCISES  :   simple  drafts ;  buttonholes  and  loops,  hooks  and  eyes. 

APPLICATIONS:  under  garments,  kimonos,  or  skirts;  designs  for  trim- 
ming skirts  applied  for  supplementary  work. 


Grade  6A 

COURSE    OF   STUDY 

Drafting  and  sewing ;  estimating  quantity  of  material ;  drafting  to 
scale;  applied  design. 

SYLLABUS 

In  connection  with  the  drafting  and  making  of  clothing,  instruction 
should  be  given  which  will  enable  the  pupils  to  select  with  judicious 
expenditure  of  time  and  money,  such  materials  and  designs  as  are  suitable 
for  various  occasions  and  individuals.  Applied  design  is  recommended  as 
supplementary  work. 

APPLICATIONS  :  small  shirt  waists,  or  French  waists,  or  fancy  aprons. 
Applied  design:  borders  for  trimming  garments,  work  boxes,  case  for 
embroidery  silks. 


25 


Grade   6B 

COURSE   OF    STUDY 

Drafting  and  sewing ;  the  study  of  color  harmony  in  connection 
with  textiles;  drafting  to  scale;  garment  making;  applied 
design. 

SYLLABUS 

Pupils  should  draft  from  their  own  measures  and  reduce  to  a  scale. 
Color  schemes,  tints,  shades,  and  application  of  the  same,  should  be  applied 
to  general  and  specific  cases,  connecting  different  colors  and  showing  their 
relation  to  each  other  and  their  application  to  dress. 

EXERCISES  :  napery  hemming ;  initial  marking. 

APPLICATIONS  :  garments ;  applied  design  as  supplementary  work ; 
marking  towels,  napkins,  table  cloths,  and  other  articles. 


Grade  7  A 

COURSE    OF    STUDY 

Drafting  and  making   full-sized  garments ;  applied   design ;   use 
of  patterns. 

SYLLABUS 

Explain  method  of  using  bought  patterns,  carefully  noting  notches, 
perforations,  and  the  joining  of  the  different  parts.  Instruction  should 
also  be  given  in  the  economic  planning  of  material. 

APPLICATIONS:  unlined  cotton  dresses;  applied  design  as  supplementary 
work. 


26 


Grade    7B 

COURSE   OF   STUDY 

Drafting  and  making  full-sized  garments ;  applied  design ;  use  of 
patterns. 

SYLLABUS 

EXERCISES:   rolling  and  whipping  ruffles;   matching  and  joining  em- 
broidery and  lace. 

APPLICATIONS  :    full   size   undergarments.     Designs   applied   for   deco- 
rating garments.    ' 


Grade  8A 

COURSE   OF    STUDY 

Drafting  and  making  garments;  applied  design. 

SYLLABUS 

EXERCISES:   dress  trimmings  and  finishings;   folds,  pipings,   facings; 
slip  stitching  on  dress  materials;  pockets. 

APPLICATIONS:  small  gored  skirt  lined,  or  other  articles. 


Grade    8B 

COURSE   OF    STUDY 

Drafting  and  making  garments ;  applied  design. 

SYLLABUS 

EXERCISES  :  buttonholes  on  dress  materials ;  placing  whale  bon-tr. 
APPLICATIONS  :  tight-fitting  small  lined  waist,  or  other  articles. 


27 


COOKING 

INTRODUCTORY  NOTE 

The  aims  of  the  course  in  cooking  are  well  expressed  in  the 
following  quotation  from  Ruskin: 

"Good  cooking  means  the  knowledge  of  all  herbs, 
and  fruit,  and  balms,  and  spices,  and  of  all  that  is 
healing  and  sweet  in  fields  and  groves,  and  savory 
in  meats.  It  means  carefulness,  and  inventiveness, 
and  watchfulness,  and  willingness,  and  readiness  of 
appliance;  it  means  the  economy  of  your  great 
grandmothers,  and  the  science  of  modern  chemists; 
it  means  much  tasting  and  no  wasting;  it  means 
English  thoroughness  and  French  art  and  Arabian 
hospitality;  it  means,  in  fine,  that  you  are  to  be 
perfectly  and  always  ladies  (loaf  givers)." 

The  course  in  cooking  includes  individual  laboratory  work 
and  instruction  in  the  methods  of  the  proper  performance  of 
household  labor.  The  theory  and  practice  of  the  subject  should 
be  closely  interwoven  in  actual  experience.  Principles,  measure- 
ments, and  proportions  should  be  so  taught  that  the  student  may 
be  able  to  make  her  own  recipes. 

The  following  may  be  taught  as  time  permits:  combustion, 
economy  in  use  of  fuels,  water  as  a  solvent;  tests  for  hard  and 
soft  water ;  impurities,  and  their  removal ;  effects  of  heal  in  water ; 
physical  and  chemical  changes  in  food  caused  by  heat. 


28 


Grade  7A 

COURSE   OF    STUDY 


The  equipment  and  care  of  the  kitchen.  Cooking  of  potatoes, 
cereals,  fruits,  quick  breads,  eggs  and  milk;  cream  soups 
and  flour  pastes. 


SYLLABUS 


POTATOES.  Baked,  boiled,  riced,  mashed,  creamed  potatoes ;  fuel  value 
of  potato;  digestion  of  starch  and  value  of  starchy  foods;  economy  in 
paring  and  cooking  potatoes. 

CEREALS.  Mush  from  various  grains  served  hot  and  moulded ;  cereals 
compared  with  potatoes. 

FRUITS.  Stewed  prunes,  stewed  and  baked  apples,  baked  bananas, 
and  other  fruits,  served  with  cereals. 

CREAM  SOUPS.  Tomato,  asparagus,  celery,  potato,  corn,  and  pea 
soups. 

FLOUR  PASTES.  Spaghetti  with  tomato  sauce ;  baked  macaroni  with 
cheese. 

EGGS  AND  MILK.  Omelets ;  custard ;  cottage  cheese ;  rennet  custard ; 
food  value  of  eggs  and  milk ;  digestion  of  albumin ;  effects  of  heat  on 
albumin ;  butter  making ;  value  of  cheese. 

QUICK  BREADS.  Biscuits,  muffins,  griddle  cakes,  as  distinguished 
from  yeast  breads,  which  require  a  longer  time  for  cooking;  uses  of  soda, 
acids,  alkalies,  baking  powders ;  batters  and  doughs ;  digestion  of  quick 
breads. 

HOUSEKEEPING.  Making  and  care  of  kitchen  fire ;  managing  a  gas 
range ;  care  of  the  sink,  waste  pipe  and  trap,  garbage  pail,  refrigerator, 
kitchen  floor,  woodwork  and  oilcloth ;  dishwashing. 

LAUNDRY  WORK.  Washing  of  dish  towels,  dish-cloths,  sink-cloths, 
and  dust-cloths. 


29 

Grade    7B 

COURSE    OF    STUDY 

Making  bread.  Cooking  eggs,  meat,  and  vegetables.  Tea,  coffee, 
cocoa;  simple  desserts.  Cooking  for  invalids.  Equipment 
and  care  of  a  dining-room. 

SYLLABUS 

BREAD.     White  bread,  whole  wheat  bread,  bread  rolls ;  food  value  of 
wheat  flour ;  yeast ;  fermentation. 

EGGS.     Soft-cooked  eggs ;  eggs  dropped  on  toast ;  poached  eggs. 

MEATS.      Broiling,    roasting,    boiling    meats ;    soup-stock,    and    soups ; 
principles  of  carving. 

Preparation   of  tissue-building   foods,   and  of  acid  and  mineral   sup- 
plying foods. 

TEA,  COFFEE,  AND  COCOA.     Comparative  value;   effects;  adulterations. 
JELLIES,  puddings,  custards,  apple  tapioca,  corn-starch. 
VEGETABLES  in  season. 

HOUSEKEEPING.     Necessary   furnishings   of  the  dining-room;   care  of 
silver  and  glassware. 

LAUNDRY  WORK.     Review  of  first  year's  work ;  washing  and  ironing 
napkins. 


Grade   8A 

COURSE   OF    STUDY 

Cooking  of  beef,  mutton,  poultry,  fish,  and  shell  fish.  Jellies, 
cakes,  and  ices.  Salads.  Canning  fruits  and  vegetables. 
Cooking  for  infants  and  invalids.  Table  service  and  din- 
ing-room customs.  Fittings  and  care  of  the  sick-room. 


30 
SYLLABUS 

MEATS.  Stewing  and  braising;  cooking  meats  unused  after  first  pre- 
paration; digestibility  of  fresh-cooked  and  warmed-over  meats;  smoked 
and  salted  meats,  and  fish.  POULTRY.  Roasting,  broiling,  baking,  and 
frying  poultry. 

FISH  AND  SHELL  FISH.  Baking,  boiling,  broiling  fish;  fish  sauces; 
food  value  and  digestibility.  OYSTERS.  Raw,  stewed  and  scalloped. 

SALADS.     Fruit  and  vegetable  salads;  salad  dressings. 

CANNING  AND  PRESERVING  of  fruits  and  vegetables  in  season;  jelly- 
making.  Sterilization,  bacteria,  fermentation,  decay. 

CONDIMENTS. 

SIMPLE  CAKES.  Molasses,  standard,  and  sponge  cakes.  Ice  creams 
and  water  ices. 

HOUSEKEEPING.  Table-setting;  decoration;  serving;  manners  and  per- 
sonal appearance. 

LAUNDRY  WORK.  Review,  and  laundering  of  aprons,  caps;  economical 
use  of  starch,  soap,  and  bluing. 

NURSING.  Fittings  and  care  of  sick-room.  Cooking  for  infants  and 
invalids;  gruels;  egg  preparations,  egg  gruel,  shirred  egg;  milk  prepara- 
tions, albuminized  milk,  peptonized  milk,  koumiss;  meat  preparations, 
beef  tea,  beef  juice,  raw  beef  sandwiches,  broiled  chop;  clam  broth;  jelly; 
lemon  whey.  The  invalid's  tray. 


Grade   8B 

COURSE    OF   STUDY 

The  preparation  of  simple  breakfasts,  luncheons,  and  dinners. 
Comparative  value  of  foods.  Dietaries.  Nursing.  Mar- 
keting. Laundering.  Removal  of  stains.  Home  sanita- 
tion. 

SYLLABUS 

PLANNING  MEALS.  Menus;  planning  suitable  diet  for  children;  school 
luncheons.  Mastication  and  proper  digestion;  digestibility  of  starch, 
sugars,  proteids,  and  potatoes. 


31 

CEREALS.    Cereals  with  fruits,  coffee,  quick  breads,  and  eggs. 
SOUP.     Fish  and  meat  soups,  and  gravies.    Vegetables;  desserts. 
Suitable  dishes  for  breakfasts,  dinners,  and  luncheons. 

HOUSEKEEPING.  Marketing;  study  of  different  cuts  of  meat;  prices 
compared  with  nutritive  value.  Selection  and  care  of  vegetables  and 
fruits.  Economy  in  buying  milk,  butter,  and  eggs.  Home  sanitation; 
modern  plumbing  and  its  care;  use  of  disinfectants.  The  bedroom, 
ventilation  and  sunlight,  making  of  bed,  airing  of  bed  and  bedding.  In 
schools  where  cots  have  not  been  furnished,  doll's  beds  may  be  used. 
Sitting-room  or  home-room. 

LAUNDRY  WORK.  Washing  of  fabrics  of  different  color  and  texture. 
Removal  of  ink,  iron,  fruit,  and  grease  stains. 

NURSING.     Dietaries;  baths. 


